Posted by Leslie

In Reply to: Recomendations for reading, writing Listening Comprehension, Oral Expression posted by Benjamin Stewart

>
> Any comments to the following questions would be greatly appreciated:
>
> 1. What recommendations would you give to a teacher who has a student
> with Learning Disabilities in the following areas:
>
> Basic Reading
> Reading Comprehension
> Written Expression
> Math Reasoning
> Math Calculation
> Listening Comprehension
> Oral Expression

If the student has not yet head a comprehensive neuropsychological evaluation
(as distinct from a school-based psychoeducational eval), I'd refer them for
a neuropsych.
>
> 2. What recommendations would you give to a teacher who has a student
> with behavior concerns?

What kinds of behaviors? Some kinds who are heavily LD will become
frustrated and act out. Other children have LD's that are associated with
neuropsychiatric or neurobiological disorders that are, themselves,
associated with behavioral symptoms and problems. Are you talking about the
same student who has all of the LDs you listed in question 1, or is this just
a general question about behavior problems in the absence of LD's or what?
>
> 3. What recommendations would you give to a teacher who has a student
> with ADHD?

It depends. Is ADHD the only diagnosis? If so, there are many resources for
accommodations for children/students who have ADHD. One of the major
problems such students face is disorganization (the technical term is
"executive dysfunction"). On a practical level, these are the students who
don't record their assignments, never seem to pack what they need to do their
homework, or even if they pack it, it disappears into the 'black hole' and
never arrives home. They have trouble getting started on tasks and trouble
finishing tasks. And God bless 'em, even when they do find them, start them,
and finish, they disappear into the same black hole without ever getting
turned in to the teacher for credit. And shall we talk about their
inability to find a pen or pencil when they need one? Then, too, these
students will often have deficits in written expressive language.

One thing I would definitely recommend is teacher training. All too often,
teachers view the child as just being irresponsible or not trying hard
enough. They fail to appreciate that ADHD is a neurobiological disorder and
that the student is often just as frustrated as the teacher and parents --
and that telling the student to just try harder or concentrate better isn't
going to help. Similarly, giving the student a long-range assignment with a
deadline such as "due in three weeks" isn't going to do diddly, since you may
as well be saying to them "OK, try to get this to me sometime before the end
of your life...." Time management skills are often as impaired as their
ability to organize their materials and space.

Organizations such as LDA or ChADD have wonderful lists of suggestions and
accommodations for teachers to implement if they are working with a student
who has ADHD. Many of these should get written into a 504 Plan or IEP for
the student. In addition, since ADHD is frequently associated with LDs, the
child should be evaluated for LD's including deficits in visual-motor
integration and dysgraphia.
>
> Thank you.
>
Hope the above helps.

Leslie

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